Problem Solving in Computer Science - Virginia Tech · 2011. 8. 21. · Course Administration CS@VT...

Course Administration

Intro Problem Solving in Computer ScienceCS@VT ©2011 McQuain

1CS 2104

Problem Solving in Computer Science

Isaac Newton

Wm Blake (1795)



2Instructor Information

William D McQuain

Email: [email protected]

Office: 634 McBryde Hall

Office Hours: see course website

N Dwight Barnette


Office: 632 McBryde Hall

Office Hours: see course website



3Course Information

CS 2104 Problem Solving in Computer Science

This course introduces the student to a broad range of heuristics for solving problems

in a range of settings that are relevant to computation. Emphasis on problem-solving

techniques that aid programmers and computer scientists. Heuristics for solving

problems "in the small" (classical math and word problems), generating potential

solutions to "real-life" problems encountered in the profession, problem-solving

through computation, and problem-solving in teams.



4Topical Course Outline

Heuristics for problem solving:

• Externalize

• Deduction

• Symmetry

• Simplify

• Go to extremes

• Penultimate step

25%

Communicating problem solutions: argument & proof, presentation (written and oral) 20%

Problem-solving in the large: generating potential solutions, evaluating solutions, working

in teams

15%

Human aspects: self assessment, succeeding as a student, inter-personal problem solving 15%

Problem-solving for computer scientists: programming and problem solving, computation

in problem solving

15%

Skills for problem types: verbal reasoning, analogy, comprehension, trends, deduction 10%

The formal course definition says:

We will follow this to some extent.



5Course Objectives

Having successfully completed this course, the student will be able to:

• Identify skills and personality traits of successful problem solvers.

• Apply standard problem-solving heuristics to aid in problem solving related

• to computer science.

• Apply problem-solving techniques to programming activities.

• Apply problem-solving techniques to school and personal interactions.

• Apply pair and team problem-solving techniques.

• Generate potential solutions to problems with standard heuristics.

• Formulate and successfully communicate problem solutions.



6Prerequisites

Math 1205 Calculus

or

Math 1526 Elem Calculus with Matrices

EngE 1024 Engineering Exploration

or

Programming Experience

There will be absolutely NO exceptions to these requirements.



7In-class Exercises

Some class meetings will be devoted to pair or group problem-solving exercises.

Typically, this will involve:

• partitioning the students who attend that day into suitable groups

• assigning each group a problem (or small set of problems)

• allowing 30 minutes or so for the groups to work on their problems

• allowing a spokesperson from each group to present a solution (produced by the group) to

the entire class; during the presentation, students from other groups are expected to follow

the presentation, watch for difficulties, and query the presenter about those difficulties, or

simply when things are not clear; the presenter may be allowed a very brief consultation

with his/her group members before responding to questions; the course instructor may

"pull the plug" on a presentation if excessive difficulties occur.

• prior to the next class meeting, each group will submit a formal, written presentation of

their solution, which will be evaluated by the course staff

During the term, each student will successfully serve as a spokesperson at least once (the actual

requirement will probably be refined once I get a feel for how this works out).



8Classroom Etiquette

When we focus on the in-class exercises, students will try to present solutions that they

might not be entirely sure of, and other students will attempt to find problems with those

solutions.

Therefore, it is important that we all be respectful of each other in class:

• There is to be no ridiculing of other students, under any circumstances.

• Any critiques during a presentation are to be directed to the presenter.

• Any critiques during a presentation are to be phrased as inquiries, not as accusations.

• The presenter is to respond politely to all questions.

See the Resources page on the course website for an expanded version of these rules.

Do not violate these rules, no matter how much they may challenge your current level of

social skills.

As the course instructor, it will be my obligation to enforce these rules, and I

enthusiastically embrace that obligation. Violators will be warned once. Repeat

violators will earn demerits (think of this as negative extra credit) that will be applied at

the end of the term.



9Out-of-Class Assignments

Out-of-class assignments will make up a substantial portion of your grade in the course.

Some may involve pair or group work and some may be strictly individual.

Each of these assignments will require solving one or more problems, of varying

difficulty and submitting a formal, written presentation of the solution(s).

As a general rule, solutions to these assignments will be presented in class during the

class meeting that follows the due date; therefore there may be NO opportunity to make

late submissions of your solutions to these assignments.



10Evaluation of Written Solutions

When we evaluate your written solutions to problems, we will consider:

• the extent to which your solution is correct

• the completeness of your presentation of your solution

• the clarity of your presentation of your solution

Of necessity, the evaluation of a written solution must take into account the quality of your

writing. Since that is a legitimate emphasis of this course, I have no problem with that.

However, we will not penalize you for errors in spelling or grammar unless those errors

directly impact the clarity of your presentation. So you should pay attention to spelling and

grammar when you write your solution.

When students turn in a written portion of a pairs or group assignment, all students involved

will normally receive the same grade. You are free to use different partners for different

assignments. You may not switch partners in the middle of an assignment.



11Evaluation of Written Solutions

When students work in pairs or groups, it is important that all students involved completely

understand the answers that they submit. The instructor reserves the right to require any

student to present the answers to their homework assignment verbally to insure that each

student does in fact meet the minimum requirement of understanding the solutions they

submitted, and may reduce credit given for the assignment (to all students in the pair/group!)

if the verbal answer is not compatible with understanding of the written answer.

All submissions of pair/group assignments must contain a statement that clearly indicates,

for each problem, the contribution of each student to the problem. Some possible

contributions for a problem might include one or more of the following: cracked the

problem, wrote up the solution, found flaws, improved earlier versions of the solution.

All homework submissions that involve working problems must contain the following

Pledge Statement:

I have not received unauthorized aid on this assignment. I understand the answers that I

have submitted. The answers submitted have not been directly copied from another

source, but instead are written in my own words.



12Required Texts

How to Think Like a Mathematician

Kevin Houston

Cambridge University Press ©2009

ISBN 978-0-521-71978-0

Puzzle-Based Learning: an introduction to critical thinking,

mathematics, and problem solving

Zbigniew Michalewicz and Matthew Michalewicz

Hybrid Publishers ©2008

ISBN 978-1-876462-63-5



13Recommended References

The Art and Craft of Problem Solving, 2nd Edition

Paul Zeitz, John Wiley and Sons, ©2007, 978-0-471-78901-7

Conceptual Blockbusting: a Guide to Better Ideas, 4th Edition

James L Adams, Basic Books, ©2001, 978-0-7382-0537-3

Logic: Techniques of Formal Reasoning, 2nd Edition

Donald Kalish, Richard Montague, Gary Mar, Houghton Mifflin, ©1980,

978-0-15-551181-5

The following books are good references on relevant material. Some were used

as sources for some of the course notes. You are not expected to obtain or read

any of them.



14Course TAs

Seung In Park


Office: McB 106/110

Office Hours: TBA

TBA


Office: McB 106/110

Office Hours: TBA

TBA


Office: McB 106/110

Office Hours: TBA



15Graded Work

Final grades will be based on the average achieved over the following :

Item Weight Dates

Out-of-class assignments 35% See website

In-class exercises 25% See website

Midterm Test 14% Tentatively: ???

Final Exam* 26% 11:05 – 1:05 Wednesday Dec 14

* Exam score will replace the midterm score, if it is higher.

Grade Scale

The usual 10-point scale will apply (subject to any curve). A final average of 90% will guarantee an A-, 80% will guarantee a B-, and so forth.

Curve

A grade curve may or may not be employed in this course. The application of a curve is dependent upon class performance on tests, projects and homework. The decision to utilize a curve rests entirely with the course instructor.



16Grade Policies

Statute of Limitations

Any questions about the grading of an assignment must be raised with your instructor within

two weeks after the graded assignment has been made available to you.

Accommodations

If any student needs special accommodations because of a disability, please contact the

instructor during the first week of class.



17Attendance

Educational studies consistently show a strong correlation between class attendance and

class grade. Much of the grading for this class will be based on in-class assignments and

activities, some of which are difficult or impossible to make up at another time.

Attendance to every class is mandatory, and will be monitored at every class meeting.

Students will lose 1% of the semester grade for every class missed. There are no excused

absences for any reason.

However, any student who needs to miss class for a legitimate reason can recover those

points by scheduling a meeting with the instructor (normally this must be done before the

next class) at which the student presents the gist of the material covered during the missed

class. The instructor may choose instead of a meeting to have the student write a 1–2 page

summary of the material from the missed lecture.

Notice that the student is presenting the material, not the instructor! So the student will

need to prepare for the meeting or the summary write-up by carefully reading the lecture

notes and any associated reading assignments. Lecture notes will be available from the

course website shortly before or after each lecture.



18Using External Sources

The following statement is adapted from one given by Walker White to his problem-solving class at

Cornell University:

I am of mixed mind about the use of external sources. On one hand, some of the problems that we

will discuss are classic problems. Hence it is conceivable that the solution is available on-line.

Getting a solution on-line and presenting it as your own is essentially plagiarism and is in violation

of the Virginia Tech Honor Code; it is no different than trying to pass off someone else's essay as

your own. Needless to say, I discourage this use of external sources.

However, my expectations for this class imply that this is not really an issue. In your presentations,

both I and the other students will challenge you to explain how you came up with the solution to the

problem. If you cannot adequately explain this, then the whole purpose of the exercise is lost. This

class is about how to come up with solutions, not the solutions themselves. Everyone typically gets

this, so there is no reason to look-up the solutions online.

With that said, it is still cheating, so please do not do it.



19Using External Sources

Where external sources are okay are in looking up well-known algorithms. Not everyone in this class

has the same background. Some of you will be familiar with mathematical and computational

concepts that others have not yet seen. In this regard, external sources are good because they are the

great equalizer among different students.

While you are still doing the work solving the problem, they allow you to access that extra little tool

that can help you. The use of external sources to find generic algorithms (as opposed to the specific

solution to the problem) or theorems is fine. However, you should adequately document the

algorithm/theorem and where you got it from.

If in doubt about your use of external sources, a good rule to follow is to "Google your work, not the

problem".

If you have any doubts or concerns, come ask me.

As long as you are honest about your use of external sources, there are no repercussions.



20Working in Groups

The in-class exercises will probably always involve working in a group, and each group is expected

to work in isolation from the other groups (usually on a different problem, so this will not usually

even be a potential issue).

The out-of-class exercises may be strictly individual or may allow (or require) that you work in pairs

or in larger groups.

You are required to conform to those restrictions, so on an assignment that is specified as strictly

individual effort, you may not consult with other students but you may consult with the instructor

and the course TAs.

Problem Solving in Computer Science - Virginia Tech · 2011. 8. 21. · Course Administration CS@VT...

Documents

Transcript of Problem Solving in Computer Science - Virginia Tech · 2011. 8. 21. · Course Administration CS@VT...